Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY288361 Inspection date 25/01/2011 Inspector Kelly Eyre

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2004. She lives with her child aged 10 in Stevenage, Hertfordshire. The whole of the ground floor of the childminder's house is used for childminding and there is a first floor bedroom for children requiring undisturbed rest. Children have access to the fully enclosed garden for outdoor play. The family has three cats. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder provides care on each weekday during term time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding two children in this age group, all of whom attend on a part-time basis. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently three children on roll in this age group.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder implements thorough assessment procedures and works well parents. This ensures that children's needs are consistently met and they are offered appropriate support and activities that promote their learning. Key strengths are the childminder's confidence in enabling children to develop their own play and her excellent safety procedures. This means that children's individual development is promoted and they play in a secure, well-organised environment. The childminder is developing effective self-evaluation procedures, enabling her to obtain a clear overview of her work and to support her in implementing ongoing improvements, thus offering a service which is responsive to children's needs.

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further?

To further improve the early years provision the registered person should:

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further?

 improve the systems for organisation of the setting by developing the use of self-evaluation to support ongoing improvements.

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the early years provision

Children's welfare is very well promoted because the childminder has a comprehensive understanding of her responsibilities relating to safeguarding children. This is further supported by practical written procedures and a wealth of additional information, enabling her to identify any child at risk and take relevant action. Thorough risk assessments cover all areas, meaning that hazards are minimised and children's safety is promoted. Children build a good understanding This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of how to keep themselves safe as the childminder offers them practical explanations and utilises resources to help reinforce their knowledge. For example, children learn about road safety as they make their own model roadway and discuss which safety features should be included.

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the early years provision

The childminder demonstrates a genuine pleasure in her work. She is committed to continuously reviewing this and to making changes that improve the outcomes for children. Recent improvements include changes to the garden area, making this accessible in all weathers and to all age groups. Although the childminder has a clear vision for the future, the self-evaluation process is not fully utilised to inform the overall review of practice. The childminder's good use of resources means that she is able to offer children a wide range of opportunities. For example, she uses community facilities, such as, parks, walks, shops and toddler groups.

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the early years provision

The childminder has thorough procedures to obtain information from parents, ensuring that she fully understands each child's needs, culture and beliefs. She uses this knowledge when planning activities and to make sure that children are meaningfully included. Children's self-esteem is promoted as their views are valued. For example, they confidently request favourite activities, knowing that the childminder will include these whenever possible. The childminder has good relationships with parents and carers. Ongoing discussions and the use of daily diaries mean that parents are well informed about their child's progress and activities. Consistency of care is promoted as the childminder has a good understanding of the importance of communicating with other professionals. For example, she has procedures in place to work with the local pre-school.

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and outcomes for children

Children make excellent progress because the childminder has a comprehensive understanding of the Early Years Foundation Stage. She carries out her own research and has built up a wealth of resources to support her in the planning of activities. She assesses children as they play, using this information to inform daily planning. The childminder demonstrates an excellent knowledge of children's interests and needs, including this information in the planning to ensure that their individual development is promoted. Children play an active role in their learning and develop positive attitudes to this because the childminder confidently encourages them to develop their thoughts and play. For example, children choose finger puppets and the childminder supports them in putting on their own puppet show.

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and outcomes for children

Children show a strong sense of security and their behaviour demonstrates that they feel safe. They independently choose resources and express their ideas. Children's emotional development is promoted as they develop secure, trusting relationships with the childminder and with each other. The childminder acts as an excellent role model, listening attentively and modelling good manners. Children respond positively to this and show a mature sense of responsibility as they organise their play. This positive environment, therefore, supports them in developing skills that they will use in future life. The childminder's good procedures This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for working with parents mean that she is able to offer appropriate support to children who have special educational needs and/or disabilities and those who speak English as an additional language.

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and outcomes for children

The childminder's excellent planning means that children are offered a wealth of activities that are meaningful, good fun and support the promotion of their overall development. For example, children celebrate 'Australia Day' by learning some typical Australian words and using the internet to visit a koala sanctuary website; they become engrossed in this and extend their knowledge and vocabulary as they learn about 'eucalyptus leaves, the duck-billed platapus, wombats and emus'. The childminder's excellent interaction with children supports the development of their communication skills and they use language confidently and imaginatively, often describing the intricacies of their role play. The childminder makes good use of children's interests to help promote their learning and development. For example, children interested in cars make their own books to illustrate the different models.

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and outcomes for children

Children have many opportunities to learn about the relevance of healthy lifestyles. They develop physical skills, such as, balance and co-ordination as they dance, use large play equipment, walk in the woods and go for bicycle rides. Their understanding of healthy eating is promoted as they help prepare meals and snacks, discussing which foods constitute healthy options. Children gain an excellent appreciation of diversity and the world around them as they access relevant resources and participate in meaningful discussions and activities. For example, they learn words in other languages and carry out their own research in order to make books to illustrate celebrations around the world.

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and outcomes for children

Children's play is enhanced as the childminder makes additional resources and uses these well to extend children's learning. For example, children work with the childminder to make their own alphabet books, taking photographs of relevant household items and incorporating laminated prints of letters, which they then trace with washable pens. The childminder also makes resources to promote individual learning and meet children's interests. For example, children collect worms from the garden and work with the childminder to make their own wormery. Very good use is made of outdoor areas to offer children an extended range of opportunities. For example, they grow a range of vegetables in the garden, keeping a photographic record of these. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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